INCLUSIVE EDUCATION IN SCIENCE AND BIOLOGY: TEACHING: A PERSPECTIVE FROM TEACHER TRAINING

Abstract

The history of education for people with disabilities in Brazil begins with the creation of two institutions, the first founded by imperial decree No 1428 of 1854, called Imperial Instituto dos Meninos Cegos, the current Benjamin Constant Institute – IBC and the Instituto dos Meninos Surdos Mudos, in 1857, today called National Institute for the Education of the Deaf - INES, both in the city of Rio de Janeiro, former Federal Capital. This work focuses on the theme of inclusive education in the training of science and biology teachers. We intend to analyze the qualitative research, using articles for the investigation of the theme. The study of articles through qualitative analysis expresses not only guidelines for education, but also articulate interests, design policies and produce social interventions. When students have special needs, strategies on how to approach the discipline of Science/Biology should be analyzed, as they make up their entire lives, thus helping the student to have a better quality of life. The topic addressed in this article presents itself as a topic that must be explored, as it is a topic present in the daily lives of teachers. Among the various authors analyzed in the qualitative research, it is possible to identify that inclusive education needs to be reformulated.